Step-by-step guide on how to embed a video-clip into an internet text page, add any text (or transcription) to the text page, link all the words of the text to an online dictionary, and link to other electronic practice exercises, such as Hot Potatoes. The CLIL store project was funded by the EU. The repository of existing units is open access, therefore, teachers or students wishing to use existing units do not have to register with the service before viewing or using the materials. The authoring interface has been designed to be user-friendly, however, new users are encouraged to read the step by step guides provided on the project website and if possible to avail of one of the many training workshops offered by the Tools team.
This video starring some of the Pelican staff was made especially for
Video for all meeting in Brno. It shows a simple recording of both sides
of a telephone conversation edited together.
Having met examples of telephone language and practised key
expressions, learners can script and capture a conversation using
simple video techniques. They can plan the location and make the
recordings of both halves of the conversation separately and then edit
A short cartoon to support children´s engagement in learning languages. It motivates children to learn, use and keep languages. It was produced by the project team of the Multilingual Families.
There are many online tools for creating simple animations such as this one. Enhancing speaking, writing and creative literacy skills is an important support to many aspects of learning. Animated videos offer a way to experiment and utilise these skills in a way that removes constraints caused by psychological barriers to production in L2 learners and minimize stress connected to productive skills as this instrument allows them to express contents confidently through cartoon characters.
Video created by Language School PELICAN in Czech Republic as one of
the POOLS-3 Project outputs.
Using video in class should include pre and post viewing activities.
Before viewing you can ask students to predict key expressions or
brainstorm vocabulary. During viewing a tick list could be used to help
keep track of the language. Follow-up activities should encourage
students to use the information they have gathered and to explore
concepts or ideas contained in the video. A large variety of strategies are
available as post-viewing activities. These strategies can serve to
consolidate and extend learning.
This video demonstrates how language learners can use the TOOLS project dictionary tool. The project was funded by the EU.
Computer Assisted Language Learning can particularly help for teaching the less widely taught languages. Use of a computer or mobile apps can increase access to resources and tools but learning design should always include a range of activities. Exploring vocabulary in this way can help learners to take control of their learning and construct meaning themselves.
Using an integrated video recording tool within his course page on a Moodle VLE, this Higher Education student has submitted a video assignment which was set for homework. The assignment set a topic which he reflected on, he prepared a script and then performed the response, recording it using his laptop webcam connecting through the virtual learning environment in his student room. Once he was happy with the recording, he was able to submit it for marking to his tutor.
Machinima (filming in computer-generated environments) allows us to create recordings in simulated environments that would otherwise be too expensive to visit or to recreate settings populated by actors (using avatars) in order to capture or produce “real-life” situations. The real voices of the actors are used in the filming. In this example great care has been taking with the scripting and post-production to create an interesting example of a role-play scenario which is linguistically accessible to Italian language learners.
Photo stories combine still images and text to create a simple story. Photo stories rely on basic ideas of video production, they offer an opportunity to provide discussion starters for e new topic. A range of technologies are available to combine still images and text, such as Microsoft Powerpoint. Music can be added to give atmosphere. This example was created as part of the Divis project.
Created with a group of asylum seekers (Afghanistan, Pakistan, Sub Saharan Africa) within a task based language (Italian as L2) learning programme. Learners briefly present themselves to the video camera: who they are, where they come from, what they can do and what they like to do. As preparation, the learners can organise the presentation in a written form.
School presentations are a universal video format where students introduce their own school. The productions can range from simple slide shows to sophisticated video productions. They are useful outcomes for European cooperation and exchange. The core ideas have been developed within the DIVIS project: http://divisproject.eu
Include specific vocabulary related to school in an authentic setting. Develop presentation skills in the foreign language.